We are a flexible entitlement setting offering 15 hours free funding per week for children age three plus. We also offer 2 year funding for eligible families
Who to contact
Where to go
The Old Guard Rooms
- GU11 1YH
- Accessible changing, Secure environment, Wheelchair access, Accessible toilets
- Immediate vacancies
- Contact provider for vacancy details?
- 3 & 4 year old funding
- 2 year old funding
- When is childcare available
- Term Times
- Opening Times
Opening Times Day Opening Time Closing Time Monday 09:00 15:15 Tuesday 09:00 15:15 Wednesday 09:00 15:15 Thursday 09:00 15:15 Friday 09:00 15:15
Visit & Outings
Messy Play Area
- Ofsted Inspection Report
- Link to latest ofsted inspection report
- Inspection history
Latest Inspection Inspection Date Inspection type Inspection Outcome 11/01/2018 Inspection (Early Years Register) Good
- Has Provision
- Has Provision
- Caters for children with special needs. Challenging behaviour,Developmental delay,English as additional language,Hearing difficulties,Medical difficulties,Speech and lang. difficulties
- Experience with
- Experience with
- Cultural and Spec. Diet. Needs,Relig. and Cultural Awareness
- Age group - Under 2's: 7 per hour, 21 per session, 42 per day. Age group - Costs age 3 - 5: 5 per hour, 15 per session, 30 per day. Age group - Costs Ages 2 - 3: 6 per hour, 18 per session, 36 per day
- Age Ranges
- 5 to 8 years, 0 to 5 years
Time / Date Details
- Session Information
4 Hours or More Per Day
5 Days or More Per Week
School Term Only
Weekday All Day
- Contact Name
- Beaumont Community Pre School
- Contact Telephone
- 01252 328375
- Contact Email
- PECS, Makaton
- How does the setting/school/college know if children/young people need extra help and what should I do if I think my child/young person may have special educational needs?
The setting would gather information and evidence to support extra help and potential referrals for the child through observations, liasing with the parent/carer of the child. Any concerns raised would be highlighted and the settings SENco would gather the evidence to contact other agencies relevant to the specific needs of the child.
- How will early years setting/school/college staff support my child/young person?
The Senco will liaise with you and any outside agencies involved and the Keyperson in order to monitor your child’s progress. Individual education plans or behaviour plans are drawn up in consultation with all whom are involved with your child. You will be supplied with an information pack including an All About Me form and registration form on which you can record information to assist transitions from home to preschool and all our policies and procedures are available on our website and within the setting or upon request. The amount of support is tailored to fit the individual child and one to one or group support would be arranged to suit your child. Questionnaires are sent out to parents to monitor the effectiveness of the service we provide. The assigned keyperson will work with your child and implement any next steps and recommendations from other agencies, to aid their development. The Senco, Keyperson, deputy manager and manager are always available to explain the educational plan for every child and to discuss any queries or concerns you may have. The setting works closely with the Services for Young Children Area Inclusion team, Portage as well as Specialist Advisory Teachers are utilised to assist in a child’s next steps. Senco support meetings are regularly attended and regular progression reviews are carried out with the setting Senco and management team. Each child has a portfolio (learning journey) compiled by their keyperson; this gives written and pictorial records of the learning through the setting.
- How will the curriculum be matched to my child's/young person's needs?
The setting uses Individual education plan’s and behavioural plans to inform all those involved with your child, this plan will help with physical, social and cognitive development. Regular observations and record keeping is carried out by your child’s keyperson and other staff members, this is recorded in their own personal learning journey. The planning for each session is built around the children’s interests; with guidance from the child’s keyperson as to their individual next steps. Your child is a unique person and the setting encourages children to explore and investigate in a fun and stimulating learning environment with adult support, the adults ensure safety and extend and build on what the children are doing or already know and are interested in. We encourage parental involvement to support a child’s learning this can be input within your child’s learning journeys by comments and agreed next steps or stories from home as well as celebrating the cultural and religious backgrounds of all children. If your child has certain needs to be met from outer agencies for example Speech and Language therapy worksheets we will incorporate these into the daily routine. Through the observations made on your child staff are able to identify your child’s needs and understand where they need to progress or areas where your child may need support as well as showing areas where your child is achieving well.
- How will both you and I know how my child/young person is doing and how will you help me to support my child's/young person's learning?
Three yearly parents’ evenings are offered as an opportunity to share your child’s progress. Individual Education Plans or behavioural plans are shared and reviewed with you, your child’s Keyperson and the Senco at required times suitable to your child’s individual needs. With your consent Outer Agencies that are involved with your child who are able to visit the Preschool to observe or work with your child if necessary. Information is available to you through our facebook page, newsletters, fliers/banners and notice boards both inside and outside as well as our website http://beaumontgroups1.wix.com/beaumont-preschool Within our under 3’s room 2 year progress checks are carried out which are shared and discussed with you these are done in line with the Health Visitors 2 year review and parents are encouraged to share these with their Health Visitor.
- What support will there be for my child's/young person's overall well being?
Staff ensure your child is safe and secure whilst in the setting, the main gate is kept locked and doors have latches and safety gates are used where necessary. Keypersons support your child through transitioning from home to pre-school and school and ensure their emotional and physical well-being. The setting uses PATHS (Promoting Alternative Thinking Strategies) in small groups within the main preschool room which uses puppets and planned lessons to talk through emotions, behaviour and friendship. Visual timetables are used where necessary to help children understand routine i.e. hand washing steps, sand timers are used to encourage turn taking. All staff receive first aid training; medication is stored securely and recorded in a medication book which is signed by you. Accidents that happen are recorded and shared with you. Staffs suitability are checked through criminal record checks through the Disclosure and Barring Service (DBS), and staff have regular training in safeguarding children. If a child makes a disclosure whilst at preschool we follow the child protection guidelines. Policies include Safeguarding and Child Protection, Special Educational Needs and Health and Safety. Use of mobile phones is not permitted within the premises and photos are only taken on the settings camera/iPad and added to child’s learning journey which only you and staff can access. Students and volunteers are always supervised. Visitors are recorded in a designated book. Nappy changing facilities and a Disabled toilet and wheelchair access are available. Religious or dietary requirements are displayed within rooms and all staff are aware of these. Fire drills and evacuation procedures are practised regularly.
- What specialist services and expertise are available at or accessed by the setting/school/college?
Both the Deputy Manager and Manager hold BA Honours degrees in Early years childhood and education. Staff regularly update their knowledge through training courses and are all experienced. The preschool liaises with the Area Inclusion Team, Speech and Language therapists, Health Visitors and any other professionals that are specific to individual children. Staff make referrals to outside agencies where necessary with parent/carer consent.
- What training have the staff supporting children and young people with SEND had? Are any being trained currently?
The setting has 2 Senco's, one in the under 3's room and one in the pre school, both have undergone training specific to the role and attends networking meetings to share knowledge and expertise with others. Further training is sourced and undertaken specific to children’s individual needs as and when necessary. The setting constantly looks for training to support staff within their role and children who attend. The Senco and staff operate language groups to encourage communication in small groups. All staff work closely with you and outside agencies to learn specific skills to support children with additional needs and follow recommendations from outer agencies such as Speech and Language therapists if your child is under referral.
- How will my child/young person be included in activities outside this classroom including school trips?
All children must have parent/carer consent to be taken off premises and all outings are within the local area for example the library or local park. All outings are risk assessed beforehand and children wear high visibility jackets so they are easily recognised. Staff carry a first aid box and emergency contact details with them. We do have buggies for children who are unable to walk or who may find it difficult to walk too far. We try to only visit places that are wheelchair/buggy friendly. The setting has an annual summer outing where a coach is hired to take the children out for a day trip, the coach always has three point safety belts and children must be accompanied by a parent/carer. We also hold various events throughout the year such as fetes/raffles, leaver’s party/picnic, cultural events and Christmas plays more, some of these events help us to fund raise throughout the year and all children within the setting, their siblings and family members as well as at times the local community are welcome.
- How accessible is the setting/school/college environment?
The preschool is wheelchair and buggy accessible, with purpose built ramps. There is also an accessible toilet and nappy changing facilities. If specialist equipment was needed advice would be sought as we are located in a listed building. Noise levels are reduced with the use of rugs, curtains and backing display boards with hessian,. Within the Beehives room (Ages 3-5 year olds) we operate a lower ratio of 1:6 than the statutory requirement of 1:8 where staffing allows.
The Bumbles room has cots/beds for children wanting to sleep. Children with English as an additional language are supported by the Key Person who will ask you for a list of key words in the child’s home language.
We provide books, posters and culturally appropriate items whenever possible.
As well as a courtyard area, we also have a smaller rear garden which is primarily used for the under 3's children in Bumbles which has astro turf and is quite shady for the younger children.
- How will the setting/school/college prepare and support my child/young person to join the setting/school/college or the next stage of education and life?
When a child starts, we arrange settling in sessions for you and your child, these are organised based on the individual needs of the family and offer a gradual introduction, the first few settling in sessions will involve you staying and playing with your child while they become familiar with their surroundings and key person, then gradually increasing the time that you leave your child for. Within the welcome pack you are able to give us information about what your child can already do, their interests, likes and dislikes, the key person can use this as a starting point and plan activities specifically tailored to your child. We work with each individual family and outer agencies if required to ensure that appropriate equipment and care is in place to make transitions as smooth as possible. When transitioning to school teachers from the receiving schools where possible will visit to meet the children, find out about them and their needs and development. We are closely linked with our main feeder school and if possible staff will take children on a walk to the school, children on occasions will visit the school for an assembly or to use the facilities. If a child has additional needs and requires extra support with transitions, the Senco will liaise with schools to work out the best possible strategies to support the child. Information is shared with schools that is relevant to transition, ie learning journey, the Key person will write transition reports for all transitions.
- How are the setting's/school's/college's resources allocated and matched to children's/young people's special educational needs?
All children receive up to 570 hours per funded year of free early year’s education from the term after their third birthday. The setting also can claim 2 year old funding for families that are on a low income or in receipt of certain benefits. We are also able to offer limited 30 hour funding for working families or working single parent families that are eligible.
Additional funding can also be claimed for a child with Special Educational Needs and Disabilities (SEND), this funding is used to enable the child to reach their full potential whether this be through one to one support, specialist equipment or resources and appropriate toys to aid development or to make pictorial support aids. Allocation of the funding is decided upon through consultation with everyone who is involved with the child, such as Senco, Key Person, Outer agencies and parents. All children have access to all facilities both indoors and outdoors and a range of equipment is provided and rotated when necessary.
Some children may also be able to receive an additional amount of money in addition to the usual universal 3/4 year old funding called Early Years Pupil Premium this is allocated to the setting for some families on a low income which in consultation with the parents is used to support the child's development this can be anything from staff training, resources, paying for activities or provisions etc.
- How is the decision made about what type and how much support my child/young person will receive?
If a child already has additional needs, the SENCO will liaise with you and your child’s key person, the management team and any agencies already involved deciding on the best support required for your child. If your child does not have additional needs but concerns have been expressed by yourself, the key person, through tracking of the child or 2 year progress checks, then a meeting will be held between the Senco, key person and yourself to explore and decide on what support is needed. Observations are carried out regularly and if necessary behaviour records (ABCC) are carried out these are discussed and strategies for support are implemented. Using all of the information available, your child’s key person with support from the Senco will write an Individual Education Plan which will then be discussed and shared with you and reviewed regularly, the review will assess the impact of the support already in place and adaption’s made if needed. Each child is individual so the amount of support offered will be dependent upon your child’s needs. Your child’s key person will monitor your child’s progress through tracking this is reviewed termly and recorded, next steps are set for each child and reviewed and up dated as each child progresses, all of this information is then used to plan for the seven areas of learning within the Early Years Foundation Stage to provide suitable activities for the children, focused activities are adapted for individual children.
- How are parents involved in the setting/school/college? How can I be involved?
Beaumont preschool is run by a parent committee, parents can volunteer to be on the committee, committee meetings are held every six weeks and an Annual General Meeting is held where members can be nominated and seconded for key roles such as chair, secretary and treasurer. The committee always welcomes new members to join and contribute to the running of the preschool alongside the management. We welcome parent volunteers into the setting who have a specific skill or interest, that would benefit the children, that they would like to share such as cooking, gardening, a nurse or police officer, or if you would just like to come along for a session to play or read stories. We hold events such as mothers/father's day where you are invited along to do some activities with your child; other family members are also welcome. Questionnaires are handed out which gives you the opportunity to comment on and evaluate the preschool. Parents/Carers have the opportunity to add to their child's learning journey by adding their own comments, observations, pictures and videos.